| Ancient poetry and writing is an important part of high school Chinese.The ancient poems and texts contain the humanistic spirit,ideology and moral standard which fit the excellent traditional culture of the Chinese nation,and are also the cultural treasures of the writing achievements of the ancient literati.Writing can fully reflect students’ Chinese level,reflect their way of thinking,humanistic feelings,practical experience,knowledge reserve and expression ability.Facing the current situation that the teaching of ancient poetry and writing in high school Chinese and the teaching of writing are time-consuming and laborious,and the results are often poor,the author tries to combine them organically,closely and effectively,so as to transform and promote the reading ability and writing ability of students,cultivate their humanistic quality,increase their knowledge reserve,and improve their thinking quality and aesthetic ability.In the front line of teaching,combined with my teaching practice during the internship,the author takes the teaching of ancient poetry and prose in high school and the improvement of students’ writing ability as the research object.Through literature research,questionnaire survey,teacher interview and other methods,the author analyzes the current situation of the teaching of ancient poetry and prose in high school and students’ writing,and then carries out the research on specific practical strategies of combining the teaching and writing of ancient poetry and prose in high school.It draws experience from the teaching of ancient poetry and prose in high school,provides many practical methods and suggestions for writing and training in high school,lays a solid foundation for writing teaching in high school in the future.This study is divided into four parts.In the introduction part,according to the requirements of the new Chinese curriculum and the core quality of Chinese subject,the significance of the research is analyzed.Use the literature research method to summarize the previous experience and do a good research summary;Select the appropriate research method,and then put forward the innovation of this thesis.In the second part,based on the theories of pedagogy and psychology,the author points out that the teaching of ancient poetry plays an important role in writing,that is,accumulating writing materials and enriching writing contents;Taste beautiful language,increase writing flair;Study the structure of chapter and method,broaden the thinking of writing;Enrich sketch emotion,stimulate writing affection.Then,we will actively investigate the current situation of teaching and writing of ancient poetry and prose in high school,master the basic situation,summarize the problems existing in teaching and writing of ancient poetry and prose in high school,and carry out attribution discussion.The third part,based on the core quality,integrates the teaching of ancient poetry and prose with the writing training of students to find the feasible strategies to improve the writing ability of students through the teaching of ancient poetry and prose in high school,namely: integrate the contents of ancient poetry and prose,dig the writing resources;Taste ancient poetry and prose language,improve the quality of writing;Appreciate the expression of ancient poetry,broaden the writing thinking;Condescension ancient poetry charm,cultivate aesthetic interest;Learn the essence of ancient poetry and prose to improve students’ cultural quality.The last part puts forward teaching suggestions for the problems that may arise in the research.Research innovation points: This thesis aims to implement the core quality of writing in high school by using ancient poetry and prose teaching,deeply integrate the unit teaching of ancient poetry and prose in high school with special writing training,and provide examples of the combination of teaching design and writing in high school ancient poetry and prose,so that students can continue to accumulate and internalize in the teacher’s guidance and writing training,so as to cultivate students’ cultural heritage and aesthetic sentiment. |
